AN ANALYSIS ON HOW PEERS INFLUENCE STUDENTS’ MOTIVATION AND

PERFORMANCE OF THE GRADE 12 STEM STRAND IN

STI SAN JOSE DEL MONTE

Submitted to the Faculty of

STI College San Jose

STI Academic Center, Altaraza Town Center CSJDM

In Partial Fulfillment of the Requirements

for the Senior High School

Science and Technology, Engineering and Mathematics

By

Ajos, Joana V.
Consuelo, Andrea O.
Estacio, Milan Peterson R.
Ignacio, David T.
Madonna, Josiah Phat R.
Soler, Venice Andrea Y.

June 2024
 ABSTRACT

Peer influence plays an important role in shaping the behaviors, attitudes,

and academic performance of individuals within the Grade 12 STEM (Science,
Technology, Engineering, and Mathematics) strand at STI San Jose Del Monte.
Being surrounded by friends who excel academically can serve as a powerful
motivator for students to strive for excellence. This positive influence creates a
supportive environment where everyone has a common goal of achieving
academic success.
Through a study conducted by researchers at STI San Jose Del Monte, the
effects of peer influence on student motivation and academic performance were
examined. The researchers used narrative analysis to analyze qualitative data
gathered from interviews and surveys of 4 Grade 12 STEM students.
The findings of the study showed that peer influence can have a
significant impact on the motivation and academic performance of STEM
students. Positive peer influence was found to be a motivating factor behind
academic excellence, students who were surrounded by high-achieving friends
were more likely to be motivated and inspired to achieve similar academic
achievements, positive peer influence create a supportive environment where
everyone aimed for success.
On the other hand, negative peer influence was found to have harmful
effects on students' academic goals like discouragement, peer pressure, and
invalidation were observed, which held back students' academic progress. It was
shown in the study that setting boundaries to avoid negative peer influence is
crucial for students to maintain focus on their academic goals.
The research highlights the powerful role of peer influence in shaping the
academic experiences of Grade 12 STEM students at STI San Jose Del Monte. It
emphasizes the importance for students to be aware of the influence their peers
have on them and the significance of having positive and supportive friendships
to improve their academic success. In summary, this research highlights how the
influence of friends can affect how motivated and successful Grade 12 STEM
students are in their studies. It emphasizes the importance of students being
aware of the people they spend time with and how having positive and
supportive relationships can help them do well in school.

ACKNOWLEDGMENT

The Researchers would like to express our deepest appreciation for all
those who helped, guided and supported us during our research project.
Firstly, we are deeply grateful to our families, whose love, patience, and
sacrifices have always been our inspiration. Your unwavering support has been
instrumental in the completion of this research.

Also, we would like to express our gratitude to our Practical Research

adviser, Mrs. Loida Asilo, whose knowledge, compassion, and tolerance greatly
enhanced our research experience. Your advice and perspective criticism were
quite helpful. We appreciate your help in assisting us finish our research paper.

Additionally, we would like to express appreciation to the participants in

our research project. Their time, effort, and insightful suggestions greatly
enhanced this research.
 We would also like to thank our friends and peers for their constant
support and encouragement. The cooperative conversations and shared
experiences were greatly enhanced.

Above all, to the Almighty God for the strength and knowledge used for
the accomplishment of this research journey.

Thank you all for your participation, contributions and support.

 TABLE OF CONTENTS

ABSTRACT............................................................................................................2
ACKNOWLEDGMENT.........................................................................................4
Chapter 1..................................................................................................................8
INTRODUCTION...............................................................................................8
BACKGROUND OF THE STUDY....................................................................8
STATEMENT OF THE PROBLEM..................................................................10
SIGNIFICANCE OF THE STUDY..................................................................11
SCOPE AND LIMITATIONS OF THE STUDY..............................................11
DEFINITION OF TERMS................................................................................12
Chapter 2................................................................................................................13
REVIEW OF RELATED LITERATURE AND STUDIES...................................13
Local Literature and Studies..............................................................................13
Foreign Literature and Studies..........................................................................15
Chapter 3................................................................................................................18
METHODOLOGY................................................................................................18
RESEARCH DESIGN.......................................................................................18
POPULATION...................................................................................................19
SAMPLING METHOD.....................................................................................19
DATA COLLECTION PROCEDURE..............................................................19
DATA ANALYSIS.............................................................................................19
Chapter 4................................................................................................................20
RESULTS AND DISCUSSION............................................................................20
Chapter 5................................................................................................................23
SUMMARY OF FINDINGS.................................................................................23
SUMMARY.......................................................................................................24
CONCLUSIONS...............................................................................................25
RECOMMENDATION.....................................................................................26
 Chapter 1
INTRODUCTION
This chapter includes the introduction, statements of the problem,
hypothesis, scope and limitations, significance of the study and the definition of
terms used.

BACKGROUND OF THE STUDY

The Study “An analysis on how peers influence Students motivation and
performance of the Grade 12 STEM strand in STI San Jose Del Monte” aims to
examine how peers can influence a student in STI College San Jose. Peer
influence plays a crucial role in students’ motivation and performance within
educational settings. Peers, with whom students interact regularly, form close
relationships and engage in group activities. (Moneva & Legaspino, 2020)
According to Fragata & Limpot,( 2023) a student's outcome and academic
success is greatly influenced by their surroundings. School is one of the
environments that a student is most likely to enter. It is most likely to have an
impact on a student's lifestyle that will affect their motivation later on. Peer
pressure is a common phenomenon among students that can significantly affect
motivation levels. The desire to conform to social norms or gain acceptance from
peers may lead to both positive and negative outcomes. Negative peer pressure
might discourage students from pursuing academic excellence, as they prioritize
fitting in over personal growth. However, positive peer pressure can inspire
students to strive for success, especially when peers exhibit diligence and
commitment to learning. Motivation also plays an important role in an
individual's learning success. Motivation drives the achievement of a person's
goals. Motivated students achieve academic achievement by studying, asking

7
questions, seeking advice, and participating in classes, laboratories, and group
work. Therefore, studies on motivation are important to know more about the
aspects and factors that motivate a student to want to learn. Research also
resulted in the development and use of approaches and strategies to motivate
students. However, some researchers have emphasized that students'
motivation is influenced by their peers and is reflected in their academic success
or failure. (Fragata & Limpot, 2023).

In a previous study by Banez et al. (2020) have highlighted that parental

academic expectations and peer influence significantly molds students’ attitudes
and behaviors, potentially affecting their academic achievements. Through a
phenomenological lens, scholars have discerned that responses such as role
compliance, intrinsic motivation, and situational indifference emerge as
consequences of both parental and peer pressures. Motivation also plays an
important role in an individual's learning success. Motivation drives the
achievement of a person's goals.
The research that was conducted by J. Liu (2023) explores how the
impact of peer relationships on high school students’ academic performance; It
emphasizes that the quality of friendships significantly influences academic
outcomes. Students with more friends tend to achieve better results, and there
is a positive correlation between friends’ academic performance and the
students themselves. Overall, fostering positive peer relationships can contribute
to students’ success in their studies.
This study seeks to contribute to existing literature on peer influence in
academic achievement and motivation by focusing on Grade 12 senior high
school’s perception at STI College San Jose. By understanding the point of view

8
of a student towards how peers could influence their academics and motivation,
this research aims to acknowledge the difference and possible outcomes of the
involvement of peers to a student's life.

STATEMENT OF THE PROBLEM

The peer influence on academic motivation and performances of the
Grade 12 STEM Students in STI San Jose Del Monte Bulacan are important
determinants of their performance in school and the future. Academic
achievement is influenced by a variety of internal and external factors, but peers'
effect has received a lot of attention in educational studies. The complex
interplay between peer pressure, academic motivation, and performance is still
not fully understood, though.

1. Demographic profile of the respondents

1.1 Sex;
1.2 Age

2. How do peers affect High School students in STI San Jose Del Monte
Bulacan the motivation for academics?

3. What programs or techniques may teachers use to counteract the

detrimental effects of peers on students' academic performance and
motivation?

9
 4. Does peer influence have a different effect on academic performance and
motivation depending on a person's gender, financial background, or
degree of academic achievement?

5. Which particular processes specifically mediate the connection between

academic motivation and peer influence?

SIGNIFICANCE OF THE STUDY

It is crucial to research how peers affect Grade 12 STEM Students' in STI
College San Jose del monte motivation and performance for a number of
reasons:
Researchers - This can help researchers by studying how peer interactions impact
student behavior, researchers can get a more profound comprehension of social
dynamics in educational environments.
Students - This study will assist the students in receiving peer support and
encouragement, which can create a feeling of community and boost self-esteem
—two things that are crucial for motivation.
Schools - This study will benefit schools when kids are driven and performing
well because of the encouragement and support of their peers. This can help
create a positive school atmosphere and culture.
Teachers - This will help the teachers. Teachers will benefit from this since it
could result in better classroom dynamics and a more favorable learning
environment. It might be simpler for teachers to present lessons.

SCOPE AND LIMITATIONS OF THE STUDY

The aim of this study is to determine on how peer influences the students

10
motivation and academic performance in STI San Jose Del Monte Bulacan, this
research also aims to spread the realization among the Grade 12 STEM Students,
this study will not be applicable in all status, as this study will be only focusing of
four students in Grade 12 STEM Students in STI San Jose Del Monte Bulacan.

DEFINITION OF TERMS
To help readers understand this research, we have included the following
terminology and their definitions to ensure that they fully grasp the idea and
have a comprehensive understanding of this study. Here are the following key
terms that were hereby defined:

Alleviate - It means to reduce or lessen the negative consequences of peer

pressure
Correlation - Refers to the statistical relationship between two variables.
Detrimental - It means causing harm, damage, or disadvantage.
Harnessed - It means to utilize or make use of the positive aspects of peer
influence.
Intrinsic motivation - Refers to the inner drive or motivation that comes from
within oneself, rather than from external rewards or pressures.
Nuanced - It means that the effects of peer pressure on students' motivation to
learn are complex and subtle.
Paradigm shift - Refers to a fundamental change in the way peer pressure is
understood, viewed, and applied within educational settings.
Peer influence - Refers to the impact that peers (fellow students) have on each
other's attitudes, behaviors, and academic performance.
Peer - Refers to individuals who are of similar age or status to the students being

11
studied.
Phenomenological - Refers to a philosophical and qualitative research approach
that focuses on the subjective experiences, perceptions, and meanings of
individuals.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter includes the ideas related to the research title by the
findings of books, articles, journals and studies which are deemed significant in
the preparation of this research study.
Local Literature and Studies
The Study conducted by (Fragata & Limpot, in 2023) delves into the
nuanced effects of peer pressure on Filipino students’ motivation to learn,
exploring how it can act as a double-edged sword in their educational journey.
On one hand, peer pressure can inspire students to strive for academic
excellence, fostering a competitive spirit and a drive to succeed. On the other
hand, it can also lead to negative stress and a fear of failure, which may hinder
their learning process.
The study sheds light on cooperative learning as a strategic educational
approach that can alleviate the negative consequences of peer pressure. By
creating a group learning dynamic, cooperative learning encourages students to
support each other’s academic efforts, leading to a more positive and less
competitive atmosphere. This method not only amplifies the beneficial aspects
of peer pressure but also minimizes its harmful impact, thus serving as a crucial
mediator.
Furthermore, the research emphasizes the significant implications of
these findings for the educational system. It suggests that by integrating

12
cooperative learning techniques into the curriculum, educators can transform
the potential challenges posed by peer pressure into opportunities for enhancing
student motivation. The paper advocates for a shift towards a more collaborative
and inclusive educational environment, where the positive aspects of peer
influence can be harnessed to improve learning outcomes and foster a more
engaging and supportive academic experience for students in the Philippines.
This comprehensive approach could lead to a paradigm shift in how peer
pressure is perceived and utilized within educational settings, ultimately
benefiting Filipino students in their pursuit of knowledge and academic success.

Parental academic pressure, alongside peer influence, shapes students'

mindset and behavior and can impact a student’s academic success. Using a
phenomenological approach, it has been identified that attitudes like role
compliance, internal motivation, and situational indifference are outcomes of
parental and peer pressure. Despite challenges, students develop responsibility
and motivation for education. Recommendations include involving teachers and
parents as respondents and considering students from various grade levels for
broader insights. The main point of this study is that parental and peer pressure
can shape students' attitudes and behaviors, but with the right support and
guidance, students can overcome these pressures and find motivation and
responsibility in their academic pursuits (Banez et al., 2020).
According to Moneva & Legaspino (2020) Peers are those with whom
you have a close relationship and who you interact with on a regular basis. They
engage in activities as a group and share ideas, opinions, and points of view. Peer
groups are made up of students with similar statuses, meaning that all members
of the group are the same age and come from similar backgrounds socially. Peer

13
pressure has an impact on pupils' performance both within and outside of the
school grounds. Performance tasks are a component of a student's academic
achievement, and peers may have an impact on this. This was still an
investigation process, though.
Any learning exercise or evaluation that requires students to perform in
order to show their competency, comprehension, and knowledge is called a
performance task. Task performance senses as proof of learning. For some
reason, some pupils perform worse on tasks than the others. Additionally, the
performance task is a fundamental component of students' grades, signifying
their level of academic performance. This assignment is utilized across all grade
levels and topic areas.
One element that may have an impact on how well children learn is their
peer group. Peers can help students feel motivated and help them realize how
vital it is to pursue their goals. If a peer group provides guidance and support in
the appropriate path, it becomes more valuable and valuable. The study's
findings show how much peer pressure senior high school pupils experience as
well as how well they complete tasks. It demonstrates the detrimental
relationship between senior high school students' performance on tasks and
peer influence. The most powerful influence on pupils' behavior and behaviors,
whether positively or badly, comes from their peers. Pupils spend a lot of time
with their peers, especially in school, which might have an effect on how they
behave in class. Students' conduct and acts in class are also reflected in their
performance. The majority of respondents contest the idea that their peer
group's influence contributed to their excellent task grade. Furthermore, the
study found a correlation between peer influence and the performance task and
a real detrimental impact.

14
 Foreign Literature and Studies
Based on the study of Liu J. (2023) High school is a crucial stage for
students' lifelong development, as they transition from immature to mature
physiology and psychology. With increased learning tasks and longer school
hours, students spend more time interacting with peers than with parents and
family. Peer relationships significantly impact students' mental health,
personality development, and academic performance. This study reveals that
peer relationships significantly impact academic performance in high school
students, with girls generally having higher relationships than boys. Good peer
relationships are positively predictive of academic performance, with gender
differences being significant.
A study conducted by Scales P.C et .at( 2020) that analyzed the impact of
developmental relationships on middle-school students' motivation, belonging,
school climate, and GPA. It found that students with better relationships with
teachers had better outcomes, including academic motivation, sense of
belonging, and school climate. However, relationships with low-income students
were found to be less effective. The findings suggest that strengthening multiple
aspects of these relationships may have significant effects on middle-school
students' motivation and achievement. The study analyzed the impact of
developmental relationships on middle-school students' motivation, belonging,
school climate, and GPA. It found that students with better relationships with
teachers had better outcomes, including academic motivation, sense of
belonging, and school climate. However, relationships with low-income students
were found to be less effective. The findings suggest that strengthening multiple
aspects of these relationships may have significant effects on middle-school
students' motivation and achievement.

15
 According to Chia-Yu Liu and Hung-Ling Chen (2020) financial
management skills are a critical and basic requirement for success across a
number of professions. Thus, higher education should provide more engaging
and inspiring activities to foster students' financial management skills. This study
aims to propose a peer-learning teaching approach in a financial management
course to assist students in discussing and learning in small groups as well as in
engaging in games and tournaments to achieve their learning goals. The findings
demonstrate that in terms of final exam scores and semester grades, the peer-
learning group performs better than the lecture-based group. These results also
show that, in comparison to the lecture-based group, the peer-learning group
reports a slightly significant higher score for learning motivation and a more
positive attitude toward peer learning. Qualitative participant response
emphasizes that peer education
Based on the study of Aoyagi et al. (2019) trying to determine the factors
perceived to influence the motivation of Japanese students to participate in
school-based extracurricular activities. 23 teenage students took part in this
interview-based research. Motivational factors in this study were divided
between internal and external factors. One of the motivational factors that stood
out in the study was attributed to peers. In that section of the interview there
were 5 categories which were the existence of peers; existence of friends in
another school; arrival of older members; desire to support peers and retirement
of older team members. All except for retirement of older team members were
positive attributes to motivation

According to Shin et al. (2019) the Korean Children and Youth Panel
Survey (KCYPS) has been used to study the impact of peer acceptance on

16
students' motivation to participate in extracurricular activities. Shin, Lee, and Lee
found that peer interaction significantly influences positive social development
in adolescence. Low peer acceptance negatively affects students' psychological
and social development and school adjustment. Shin, et al. also examined the
influence of activity on peer acceptance in adolescents over time, focusing on
gender and motivation in class.
Ishii, et al. investigated factors influencing Japanese students' motivation
to participate in school-based extracurricular activities, finding that all but the
retirement of older team members were positive attributes. They analyze how
participation in extracurricular activities affects peer acceptance in adolescents
over time. They investigate how gender and motivation in class could influence
this relationship, shedding light on the complex dynamics of peer interactions in
School.

Chapter 3

METHODOLOGY
This chapter covered the following research design, population, sampling
method, data collection procedure and data analysis.

RESEARCH DESIGN
The study employed qualitative research incorporating a narrative
approach. This method allowed for the collection of detailed, contextualized
data through techniques like interviews, observations, and comprehensive and
insightful analysis of the complexities surrounding peer relationships in an
educational setting.

17
 By employing a narrative approach, the researchers can gain different
types of perspectives and develop a deeper understanding of the opinions and
experiences shared by our respondents. With the use of this approach, it allowed
the exploration of students' subjective experiences, perceptions, and
interpretations of their peer relationships, providing a deeper understanding of
the underlying factors that shape their motivation and academic performance.

POPULATION

The study focused on selecting respondents from STI San Jose Del Monte,
Bulacan. This study conducted 4 Grade 12 STEM students that were surveyed.

SAMPLING METHOD

Purposive sampling was used for this study. It is a type of non-probability

sampling method. It is particularly useful if you need to find information-rich
cases or make the most out of limited resources. In this approach, samples are
targeted and selected based on criteria set by the researchers. These criteria are
based on the research objectives and questions that the study aims to answer
(e.g. a study that wants to study smoking habits would only select individuals
who are smokers). This technique ensured that the sample is representative and
allowed for precise findings to the entire population.

DATA COLLECTION PROCEDURE

The collected information from this study will be conducted by pen and
paper, a consent from researchers was forwarded for permission to conduct this
study, the researchers picked 4 random Grade 12 STEM Students from STI San
Jose Del Monte Bulacan to interview and forwarded questionnaires, the

18
interview was observed and analyzed by the researchers, the responses of the
Grade 12 Students were also analyzed by the researchers.

An Analysis on How Peers Influence Students Motivation and Performance of

the Grade 12 STEM Strand in STI San Jose Del Monte

Name(optional):_________________________________________
Sex:________
Age:_________

1. How do you think study habits and academic achievements of peers

in STI San Jose Del Monte Bulacan directly influence the motivation of high
school students to excel in their academics?

A. Inspiration : Successful peers inspire others to strive for academic

excellence.
B. Competition : Seeing others excel creates healthy competition
motivating students to do better.
C. Support System : Peer achievements foster a supportive environment
where everyone aims for success together.

2. What teaching techniques or strategies do you think can help you

understand the prevention of the harmful or damaging effects of peers as a
student?
________________________________________________________________
________________________________________________________________

19
________________________________________________________________
________________________________________________________________
____________________

3. How does peer influence have a good effect on academic

performance and motivation based on the student’s gender, financial
background or degree of academic achievement?

a. Improves the self esteem of the students.

b. Gains self efficacy that will help them with school performance.
c. It will boost their confidence and discover new potentials from
themselves.

4. How do you think academic motivation connects with peer influence

through the students' performance?

a. Peers Motivation : Peers can influence each other's motivation levels.

b. Pupils with a strong desire to excel academically may find greater
inspiration in dedication and accomplishments or their peers, leading
to higher quality work.
c. Peer support and academic motivation can improve students'
performance since motivated students are more willing to look for
peers who can help them with their learning, which can improve their
performance.

20
 DATA ANALYSIS
The researchers used the narrative analysis method to analyze data. This
strategy enabled researchers to identify, highlight, and pinpoint repeated
patterns and themes, as well as provide a descriptive interpretation of the
collected data. Narrative analysis is a qualitative research method that involves
interpreting stories to understand how individuals make sense of their
experiences and the world around them, it’s particularly useful in exploring
complex phenomena like the influence of peers on student motivation and
performance, were personal perspectives, interactions, and the socio-cultural
context play significant roles.

Chapter 4

RESULTS AND DISCUSSION

This chapter presents the results, the analysis and interpretation of data
gathered from the answers to the questionnaires to the field. Through a narrative
analysis, enabled the researchers to recognize recurring patterns and themes, as
well as offering a descriptive analysis of the respondents. The said data were
presented in tabular form in accordance with the specific questions posited on
the statement of the problem.
This study focuses on the experience and perceived views of the
respondents through (a) the academic achievement and study habits of the
peers, (b) teaching techniques that can prevent the damaging or harmful effects
of peers (c) prevent damaging effects of peers, (d) communicate with one
another.

21
 To analyze the data, this study employs diagnostic analysis to determine
the probable influence of peers on students' academic performances and to
explore the correlation between motivation. This method forms the basis of the
data analysis and allows researchers to examine why the data occurred. The
researchers will use several methodologies and tools, including questionnaires
and structured interviews, to identify patterns and connections that reveal the
impact of peers. Questionnaires gather general information from respondents,
while structured interviews provide more detailed insights without requiring
excessive effort from the interviewer.

Demographic Profile of the Respondents

Age Gender

Respondent #1 18 Female

Respondent #2 18 Female

Respondent #3 18 Male

Respondent #4 18 Male

The table presents the demographic data of the respondent for our study.
50% of the 4 respondents are male, and the other 50% is female. The 4
respondents are all 18.

22
The Academic achievement and study habits of the peers.
The participant noted that the supporting system, peer achievements foster
a supportive environment where everyone aims for success together. The
participant also mentioned “Sa classroom namin nag hihilaan kami pataas, kapag
hindi alam ng isa tuturuan namin, our president also helps us to remind if meron
acts or quizzes.”

Teaching techniques that can prevent the damaging or harmful effects of peers.
Peers plays a crucial role to a student/s life, the damaging or harmful
effects of peers to students might affect their academic performance, one
participant mentioned “To prevent damaging effects of peers we should know on
who we engage with or who we trust, peer plays a crucial role for a student/s
because they’re one of the sources of emotional support, therefore this could
affect student/s performance regarding to his/her work. The students frequently
adopt the habits and rules of a peer group in order to stay accepted by the
group, one participant mentioned that “I think isa siguro din sa pag avoid ng
harming effects ng peers is pag communicate properly sa isa’t isa.”

23
The positive effects of peers regarding to the student's lifestyle.
The participant said that we should be aware of the people we interact
with and trust in order to prevent negative effects of peers. The participant also
said that "We should know on who we engage with or who we trust.’’ For
students, peer relationships are essential because they are among the best
resources for emotional support. As a result, this might have an impact on how
well a student does in relation to their task.

The connection between the motivation and the peer influence.

The participant believes that peer support and academic motivation can
improve students' performance since motivated students are more willing to look
for peers who can help them with their learning, which can improve their
performance. And studying with peers can enhance our understanding through
discussions, explanations, and group problem-solving, a participant mentioned
"By selecting your social circle and establishing boundaries, you may guard
against negative peer pressure by hanging out with positive, supportive people
who share your beliefs, it is more likely for you not to be influenced in a harmful
way caused by peers.”

24
 Chapter 5

SUMMARY OF FINDINGS
The data revealed that participants view peer influence positively,
highlighting its benefits such as motivation, support for classmates' growth, and
the cultivation of strong peer relationships.

The study suggests that teachers should prioritize effective communication

with students to foster positive peer interactions and establish a supportive
learning environment, thereby mitigating negative peer effects. Peer influence
can have varying effects on academic performance and motivation depending on
students' gender, financial background, and academic achievement. Social
dynamics, expectations, and support systems within peer groups differ across
demographics, influencing how individuals respond to peer influences.

The connection between academic motivation and peer influence is

facilitated by specific processes that promote a supportive environment where
students strive for success through peer achievements. Positive peer
achievements can inspire students to excel, enhancing their academic
motivation.

25
 SUMMARY
This research investigated the peer influence on Grade 12 STEM in STI
Students of San Jose Del Monte. The researchers conducted interviews with four
(4) individuals to explore their perspectives on how peer influence impacts
students' motivation and academic performance. The data revealed that
participants view peer influence positively, highlighting its benefits such as
motivation, support for classmates' growth, and the cultivation of strong peer
relationships.

The study suggests that teachers should prioritize effective communication

with students to foster positive peer interactions and establish a supportive
learning environment, thereby mitigating negative peer effects. Peer influence
can have varying effects on academic performance and motivation depending on
students' gender, financial background, and academic achievement. Social
dynamics, expectations, and support systems within peer groups differ across
demographics, influencing how individuals respond to peer influences.

The connection between academic motivation and peer influence is

facilitated by specific processes that promote a supportive environment where
students strive for success through peer achievements. Positive peer
achievements can inspire students to excel, enhancing their academic
motivation.

CONCLUSIONS

The findings of this study highlight the significant impact of peer

26
relationships on the academic achievement and overall well-being of Grade 12
STEM students. The research has revealed both the positive and negative effects
of peer influence, emphasizing the crucial role peers play in shaping students'
academic performance and personal development.
The study has demonstrated that peers can foster a supportive
environment where everyone aims for success together, encouraging each other
to excel academically. Associating with high-achieving peers has been shown to
positively influence a student's academic performance, with participants
reporting that their friends' excellence has motivated them to strive for
excellence as well.
However, the research has also uncovered the potential negative effects of peer
influence, particularly the damaging impact of negative peer pressure on
students' academic performance and overall well-being. Participants have
emphasized the importance of being aware of the people they engage with and
trust, as negative peer pressure can lead to the adoption of harmful habits or
rules to stay accepted by a peer group.

The findings of this study have significant implications for educators,

parents, and policymakers, highlighting the need to promote positive peer
relationships and provide support to students in navigating the challenges of
peer influence. By fostering a supportive and inclusive school environment,
encouraging open communication, and providing resources for students to
develop healthy peer relationships, we can help ensure that the positive effects
of peer influence outweigh the negative, ultimately contributing to the academic
success and personal growth of Grade 12 STEM students

27
 RECOMMENDATION
In the light of the limitations identified and the findings of the study, the
following are recommended as future research subjects:

Based on what we found out during conducting this study, developing

professional development programs for teachers to promote positive peer
interactions, recognize and mitigate negative influences, and foster supportive
relationships among students, will help them trained to encourage positive
interactions can help create an environment where the collaborative efforts of
students can significantly improve their academic performance. Establishing peer
mentoring programs where the older experienced students mentor their peers,
by doing this, we will be able to build a supportive learning community and
provide motivation through positive role models.

Promoting structured peer interactions, such as collaborative learning

with activities like, group projects, peer review, and group study into the
curriculum, these activities can build up the positive socialization and enhance
motivation. Anti-bullying policies, strengthen anti bullying policies will create a
safe and positive learning environment, which the students will be more
comfortable, students who feel safe in a learning environment would most likely
to achieve a better academic outcome

REFERENCES

Aoyagi, K., Ishii, K., Shibata, A., Arai, H., Fukamachi, H., & Oka, K. (2019b). A
qualitative investigation of the factors perceived to influence student
motivation for school-based extracurricular sports participation in Japan.

28
 International Journal of Adolescence and Youth, 25(1), 624–637.
https://doi.org/10.1080/02673843.2019.1700139

Fragata, L. D. D., & Limpot , M. Y. (2023). Peer Pressure and Motivation of Student
Learning in Filipino: The Mediating Effect of Cooperative Learning. Asian
Journal of Education and Social Studies, 44(1), 1–12.
https://doi.org/10.9734/ajess/2023/v44i1951

Liu, C., & Chen, H. L. (2020). Effects of peer learning on learning performance,
motivation, and attitude. International Journal of Education Economics
and Development, 11(4), 420. https://doi.org/10.1504/ijeed.2020.110599

Liu, J. (2023). The effect of peer relationships on academic performance in high

school students. Lecture Notes in Education Psychology and Public Media,
13(1), 136–144. https://doi.org/10.54254/2753-7048/13/20230870

Moneva, J. C., & Legaspino, F. (2020). Peer influence and performance task of
senior high school students. IRA International Journal of Education and
Multidisciplinary Studies, 16(1), 76.
https://doi.org/10.21013/jems.v16.n1.p11

Rosima, M. . . A. V., Banez, M. A., Estolas, P. B., Salac, A. C., Sanoria, P. G. S. . . S.,
& Suarez, L. a. J. (2020). ACHIEVING DESPITE THE ODDS: SHAPING THE

29
 SCUFFLES OF SENIOR HIGH SCHOOL ACHIEVERS OF PHILIPPINE SCHOOL
DOHA.
https://www.semanticscholar.org/paper/ACHIEVING-DESPITE-THE-ODDS
%3A-SHAPING-THE-SCUFFLES-OF-Rosima-Banez/
628d03a5866d3d31ce95570cce44398d033f1e02
https://doi.org/10.47119/ijrp1006211020201457

Scales, P. C., Van Boekel, M., Pekel, K., Syvertsen, A. K., & Roehlkepartain, E. C.
(2020). Effects of developmental relationships with teachers on middle‐
school students’ motivation and performance. Psychology in the Schools,
57(4), 646–677. https://doi.org/10.1002/pits.22350

Shin, M., Lee, C., & Lee, Y. (2019). Effect of aggression on peer acceptance among
Adolescents During School Transition and Non-Transition: Focusing on the
moderating effects of gender and physical education activities.
International Journal of Environmental Research and Public Health,
16(17), 3190. https://doi.org/10.3390/ijerph16173190

30
 APPENDICES

APPENDIX A

Consent form
This informed consent form has two (2) parts, (a) information sheet that includes
the detailed Information about the study, and (b) mandatory consent form
where the researchers were permitted to conduct this study.
INFORMATION SHEET

1. Introduction
The study “An analysis on how peer influences the student's motivation and
performance of the grade 12 STEM strand in STI San Jose Del Monte” examines

31
the impact of peer influence on academic performance and student motivation
in the grade 12 STEM strand at STI San Jose Del Monte. This research aims to
provide valuable insights into the factors that influence education experiences
and achievements through careful analysis of data and real-life experiences. This
could lead to improvements in how STEM education is delivered, ultimately
helping students do better in their studies.

2. Purpose of the Study

The purpose of this study is to examine the influence of peer relationships
on the motivation and academic achievements of Grade 12 STEM students at STI
San Jose Del Monte. The research aims to understand how peer interactions
within the educational context impact students' motivation to succeed and their
performance in STEM subjects. By focusing on peer dynamics in this specific
setting, the study seeks to provide insights that can enhance educational
practices and support mechanisms for improving student motivation and
academic outcomes in the STEM field.

3. Study Procedures
The participants will be asked to answer a questionnaire and be
interviewed for more in-depth information regarding how they perceive the
influences of peers in life such as motivation and performance in academics. The
question mostly consists of their perceived knowledge of the topic being handed
to them. The study will collect the respondents answer after being questioned

4. Duration

32
 The duration of the interview that will be held is 3 min asking per question
and 10min for the respondents to think on what to answer. Overall, the interview
will be 52 minutes long.

5. Voluntary Participation
The participation for this study is entirely voluntary. You are free to decline
to participate in the study at any point, and doing so will not have an adverse
effect on your connection with the researchers or STI College San Jose.

6. Confidentiality
The privacy and security of data are important. We want you to know that
we will handle any data you provide us with the utmost care and security. The
researchers will not share your identity or personal information with other
people without your explicit consent. Please reach out to us if you have
questions or problems regarding confidentiality. We really appreciate your
participation and trust to us.

7. Contact Information
If there are any questions, concerns, or any additional information about
the study, you may contact one of our researchers via Outlook or MS Teams:
[email protected] / Ajos, Joana
[email protected] / Consuelo, Andrea
[email protected] / Estacio, Milan
[email protected] / Ignacio, David
[email protected] / Madonna, Josiah
[email protected] / Soler, Venice Andrea

33
CONSENT FORM

I, ___________________________, Filipino, of legal age, and with sound

judgement, have reviewed the foregoing details in the information sheet. I
understand that my words and responses will be used as stated above and that I
may request a copy of these transcripts to review, edit, and remove as I deem
necessary. I am aware of the benefits, burdens, and reimbursements that this
study will provide in exchange for my participation. I have had the opportunity to
ask all relevant questions and that these have been answered honestly and
accurately by the researchers to my satisfaction. Lastly, I understand that my
participation is voluntary and that I have the right to withdraw at any time with
no unfavorable repercussions.

____________________________________ ____________
Printed Name and Signature of Participant Date
_________________________________ ____________
Printed Name and Signature of Witness Date
_______________________________________ ____________
Printed Name and Signature of Research Adviser Date

34
*Ensure that this form is returned two (2) days after receipt

APPENDIX B

Questionnaires
1. How do you think study habits and academic achievements of peers in
STI San Jose Del Monte Bulacan directly influences the motivation of high
school students to excel in their academics? (Sa iyong palagay, paano
direktang naiimpluwensyahan ng mga gawi sa pag-aaral at mga nakamit
na pang-akademiko ng mga kasamahan sa STI San Jose Del Monte
Bulacan ang pagganyak ng mga mag-aaral sa hayskul na maging
mahusay sa kanilang akademya)
a) Inspiration: Successful peers inspire others to strive for academic
excellence.
b) Competition: Seeing others excel creates healthy competition
motivating students to do better.
c) Support System: Peer achievements foster a supportive
environment where everyone aims for success together.

2. What teaching techniques or strategies do you think can help you

understand the prevention of the harmful or damaging effects of peers as
a student? (Anong mga diskarte o estratehiya sa pagtuturo ang sa tingin
mo ay makatutulong sa iyo na maunawaan ang pag-iwas sa mga
nakakapinsala o nakakapinsalang epekto ng mga kapantay bilang isang
mag-aaral?)

35
3. How does peer influence have a good effect on academic performance
and motivation based on the students’ gender, financial background or
degree of academic achievement? (Paano nagkakaroon ng magandang
epekto ang impluwensya ng kasama sa akademikong pagganap at
motibasyon batay sa kasarian, pinansyal na background o antas ng
akademikong tagumpay ng mga mag-aaral?)
a) Improves the self-esteem of the students.
b) Gains self-efficacy that will help them with school performance.
c) It will boost their confidence and discover new potentials from
themselves.

4. How do you think academic motivation connects with peer influence

through the students' performance? (Sa iyong palagay, paano nauugnay
ang akademikong pagganyak sa impluwensya ng mga kasamahan sa
pamamagitan ng pagganap ng mga mag-aaral?)
a) Peers Motivation: Peers can influence each other's motivation

levels.

b) Pupils with a strong desire to excel academically may find greater

inspiration in dedication and accomplishments or their peers,

leading to higher quality work.

c) Peer support and academic motivation can improve students'

performance since motivated students are more willing to look for
peers who can help them with their learning, which can improve
their performance.

36
APPENDIX C
Raw data

Responden Responden Responden Respondent

t1 t2 t3 4

1. How do you think “

study habits and
academic
achievements of peers
in STI San Jose Del
Monte Bulacan
directly influences the
motivation of high
school students to
excel in their
academics?

2. What teaching “To prevent “we can “The

techniques or damaging prevent techniques
strategies do you effects of harmful or
think can help you peers we effects of strategies
understand the should peers by that can
prevention of the know on knowing help to
harmful or damaging who we your peers prevent
effects of peers as a engage such as harmful or

37
student? with or determinin damaging
who we g whether effects of
trust, Peer or not they peers as a
play’s are student is
crucial role influencing to choose
for you in a carefully
student’s negative or your
because positive friends, you
they’re one way.” have to
of the surround
sources of yourself
emotional with
support, people
Therefore, who can
this could help you to
affect achieve
student/s your
performanc dreams and
e regarding those who
to his/her you can
work. connect
with”

3. How does peer b) Gains a) c) It will a) Improves

influence have a good self-efficacy Improves boost their the self-
effect on academic that will the self- confidence esteem of

38
performance and help them esteem of and the students.
motivation based on with school the discover
the students’ gender, performanc students. new
financial background e. potentials
or degree of academic from
achievement? themselves
.

4. How do you think c)” Peer c)” Peer c)” Peer c)” Peer
academic motivation support support support support and
connects with peer and and and academic
influence through the academic academic academic motivation
students' motivation motivation motivation can improve
performance? can can can student’s
improve improve improve performance
student’s student’s student’s since
performanc performan performanc motivated
e since ce since e since students are
motivated motivated motivated more willing
students students students to look for
are more are more are more peers who
willing to willing to willing to can help
look for look for look for them with
peers who peers who peers who their
can help can help can help learning,

39
them with them with them with which can
their their their improve their
learning, learning, learning, performance
which can which can which can ”
improve improve improve
their their their
performanc performan performanc
e” ce” e”

RESUME

40